Metacognitive Ability In High School Geography Teaching

The full implementation of education for all-round development with focus oncultiviating the student’s innovative spirit and practical capacity， is the focal point ofcurrent basic education reform， and also one of the fundanmental tasks of educationreform in21stcentury. Education is of fundanmental importance to the fulfillment ofgreat long-range mission and teachers is the one to the education great mission.Without teacher’s active development，it is difficult to have active deveopment of thestudent. The teacher is the leader to guide the learning process and the true learningsubject is the student; only with student’s self efforts， the learning can have a realimprovement. The extensive knowledge in life is mainly abtained by student’s selflearning and not by the teacher’s teaching， which is the truth of the saying that thepurpose of teaching is not to teach. Actually， no matter for the growth of teachers orstudents， autonomous learning is inseparable. Why do some individuals do the selflearning well while some do badly? The reason is that it is quite related to theindividual monitoring and adusting capacity on sefling learning activities. And thecapacity is called metacognitive ability.The metacognition was firstly proposed by American psychologist Judde Flavell. In1976， he stated metacoginition as personal knowledge on their own congitiveprocesses and results or other related things， and proactive monitoring andcontinuous adjustment and coordination on cognition process based on the cognitiveobject for the completion of a specific goal or task. In1981， he made a more concisesummary of metacognition: the knowledge or cognition activities reflecting orregulating any apsect of cognition activities. Therefore， the conclusion is that themetacognition is the cognition on cognition， and to be specific， it is the individualknowledge on self cognition process， self ability to regulate the process， and theknowledge and control of the thinking and learning activities. It contains three parts:metacognitive knowledge (understanding of the process， result and relatedinofmration of cognitive activity)， metacognitive experience (the arising emotionalexperience associated with the cognitive activities)， and metacognitive monitoring(mainbodies’ monitoring and regulation on the cognitive activies). The metacognitivemonitoring is the main body of metacognition， and presented in the mainbody’sactivities of making plan， choosing strategy， evaluating the efficiency and takingremedial measures in accordance with their self cognition characteristics， knowledgecharacteristics and learning requirements.Actually in practice， as the cognition on cognition， metacognition is taken as thecore of cognitive activities， playing an important role in cognition activities.Besides，it is also the keystone of promoting individual learning，and we usually putit as that the key of learning how to learn is the precondition of lifelong effective learning.In recent decades， metacognition become one of the hotspots of psychologicalresearch， and produced some impacts on education practice. Large numbers ofemperical studies have shown that: the individual who has a higher level ofmetacognition would monitor and regulate the self learning process more effectively，and would be able to improve the efficiency of learning. The metacognition educationin basic education stage is a transitional process for the student to learn fromdiscipline to independent， and its smooth implementation in this stage has played adecisive role in cultiviating the learner’s metacognitive ability.The research has reviewed the related research on the origination of metacognitionconcept， the character and role of metacognition， did active exploration on how toimprove teachers’ self metacognition ability and how to help students to improvemetacognitive ability in geography teaching process， and also proposed someconcrete ways to solve such problems.